Elementary Tier 2 Manual

Canyons School District

Instructional Supports Department

MathTier 2 Critical Features and Practices of Intensive Mathematics Interventions

Critical Actions for Educators —------------------------ ● Intervention occurs only after

The goal of interventions in mathematics is to identify skill gaps and address them as effciently as possible. Students requiring math interventions are characterized as those who are not making adequate progress with Tier I instruction and/or have below or well below benchmark on Acadience assessments and/or enVision assessments aligned to Utah Standards. These interventions should be administered by qualifed professionals (classroom teachers, paraprofessional, interventionist). Additionally, interventions should be tailored to the specifc needs of students and delivered in a systematic manner using district approved, evidence-based resources.

the targeted skill is taught using the CSD

Scopeand Sequence

● Use

recommended State/District approved evidence-based resources for Tier II with an effect size of .40 or greater. Use the resource with fdelity/integrity

Decide on a narrow and specifc learning intention which will be the focus of the intervention.

Select an intervention that closely matches the targeted learning extension. Acknowledge and build on student strengths to address skill defcits.

Establish the exit criteria before the

intervention begins, so students exit the intervention once the criteria have been met.

DRAFT ● When analyzing data, identify skill gaps to instruct; utilize strengths of students to developa targeted intervention ● Look for patterns in whole class Step 1 Universal Screener Acadience assessments serve as a screener to identify which students may need extra support. Use the Analyzing Classroom-Wide Acadience Math Results for determining student needs based on Acadience Assessments. Step 2 Confrm Acadience assessments are designed as a screener to support grade level standards (some of which may not have been taught before the testing window), therefore an action step for teachers and teams is to confrm that student benchmark data matches expected knowledge for the time of year. Look at multiple data sources to confrm what the achievement, if 30%ormore of students donot

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